The previously validated Employability Skills Series was systematically translated into Spanish, and field tests were conducted, using criterion referenced measures, to establish if the materials were effective with Hispanic students. Data were collected on the achievement of 484 students on thirty-nine knowledge and twenty-five performance objectives of these competency-based materials written at approximetely a fifth-grade reading level and designed for use in a variety of instructional settings. Eighty percent of the students were at or above the criteria in sixty objectives. They showed significant improvement in their pretest-posttest gains in five of the six units. Further analysis of five factors (school level, English language ability, age, ethnic group, and reading level in Spanish) showed that (1) junior high students did not do as well as students in high schools, vocational-technical centers, community colleges, or adult centers; (2) bilingual students did better than limited English ability students; (3) adults did better than non-adults; (4) there was no consistent pattern across units on the differences between Cuban-Americans, Mexican-Americans, Puerto Rican-Americans, or other Hispanics; and (5) students scoring higher on the Spanish reading level examination did better than those with lower reading scores. It was concluded that the Spanish version is an effective instructional tool. (YLB)